Bully/Victim Problems and their Association with Coping Behaviour in Conflictual Peer Interactions Among School-age Children

By E. Andreou. 2001

197 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a3b03fe0119241bc56703e450866fc2ea89391ca

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role (2012, background): “In addition, bully–victims seem to provoke negative peer interactions which may lead to further peer problems (Nansel et al. 2004; Andreou 2001).”
Exploration of the Cyberbullying Victim/Offender Overlap by Sex (2014, background): “Further, females are less confrontational face-to-face (Andreou, 2001), often as a result of cultural constraints and norms.”
Consequences of Being Bullied (2009, background): “In general, research has revealed negative effects of bullying on the victim, including depression, loneliness, difficulties with school and low selfesteem (e.g., Andreou, 2001; Austin & Joseph, 1996; Olweus, 1993; O’Moore, 2000; Rigby, 2003; Salmon et al., 1998).”
Dynamics of Peer Victimization in Early Adolescence (2003, background): “For children between 9 and 12 years old in Greece (Andreou, 2001), in China (Schwartz, Chang, & Farver, 2001), and Turkish children living in The Netherlands (Verkuyten & Thijs, 2001), the experience of victimization has been found to be negatively correlated with self-worth and academic functioning”
Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims (2008, background): “…and Perceptions of Safety Among Bullies, Victims, and Bully/Victims students who both are victimized and perpetrate bullying (i.e., bully/victims) are often hyperactive, have attention problems (Smokowski & Kopasz), and feel less accepted by their teachers and peers (Andreou, 2001; Glew et al.).”
An Analysis of Bullying Among Students Within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate (2011, result): “Consistent with this expectation, some studies have found that higher levels of bullying are associated with low selfesteem (Andreou, 2001; Jankauskiene, Kardelis, Sukys, & Kardeliene, 2008; O’Moore & Kirkham, 2001).”
Attacking others online: The formation of cyberbullying in late adolescence. (2012, unknown): “Traditional bullies tend to be aggressive (Craig, 1998) and have poor school competence (Andreou, 2001).”
The Roles of Self-Efficacy, Peer Interactions and Attitudes in Bully-Victim Incidents (2005, background): “…dichotomy that is evident in relevant research is simplistic and does not provide a useful conceptual framework for investigating the nature of bullying, since recent work has identified some children as both bullies and victims (Andreou, 2001; 2000; Austin and Joseph, 1996; Smith et al., 1993).”
Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects (2006, unknown): “In contrast, international research attention to bullying began in the 1970s (e.g., Olweus, 1973, 1978), continuing to the present (e.g., Andreou, 2001; Baldry, 2003; O’Connell, Pepler, & Craig, 1999; Olweus, 1997; Pateraki, 2001; van der Wal, de Wit, & Hirasing, 2003; Wolke, Woods, Stanford, &…”
Relations Between Students' Perceptions of School Connectedness and Peer Victimization (2010, background): “, 2000), and tend to feel less accepted by their teachers and peers (Andreou, 2001; Glew, Fan, Katon, Rivara, & Kernic, 2005).”
Cyberbullying in Germany - an exploration of prevalence, overlapping with real life bullying and coping strategies (2009, background): “There are some studies concerning coping strategies that victims of bullying use in general or when confronted with bullying (Andreou, 2001; Bijttebier & Vertommen, 1998; Hunter & Boyle, 2004; Olafsen & Viemerö, 2000; Sharp, 1995; Wilton, Craig & Pepler, 2000).”